My DQ: Can solar energy help Michigan residents meet our energy needs in the future?
Sub questions of this include:

*What exactly is solar energy?
*How does the sun create it?
*Why doesn't all of the energy from the sun that enters the atmosphere reach the earth?
*Can we build a solar cooker that will capture the sun's energy and use it to heat water or cook food?
*Can we improve the design of the cooker to capture even more energy?
*How can we convert solar energy to other useable energy forms?
*What are some of the problems or issues that arise with capturing solar energy?
*Does Michigan have the right conditions (climate, technology, etc.) to capture solar energy and convert it to other forms of energy on a large scale?
*Are there examples of places and technologies in our state that are capturing solar energy for Michigan residents?
*How can I create a presentation to share my findings with my classmates, parents, and community?
I chose the driving question to help integrate scientific inquiry (designing, building, and testing the cookers) with an established unit we teach (nuclear energy in the sun). It will also lead us into discussions of climate and atmosphere that we have to teach in our next unit. I struggled a bit with the driving question, but I really like the way it takes the information gathered from learning about nuclear energy, testing solar cookers to see the potential for utilizing the sun's power, and applying it to our larger Michigan community, especially with the timely influence of "green" technologies being touted as possible revenue resources for our state.

Having taught third grade, I like Tracy's driving question because it encompasses the needs of living things, life cycles, and making decisions based on information about suitability of a particular animal. Kids will always have to grow into situations where they weigh information and make choices based on that, and animals are such a concrete and inherently interesting topic for elementary age kids.

I like Lisa's driving question, also, for many of the same reasons. I think I might add something to it that gets the kids motivated to make positive changes or spread awareness...maybe something like, "...and what can we do about this?" (endangered animals). There are so many good environmental causes that help endangered animals that it would be easy to find something the kids would be passionate about!

I guess I forgot to mention in my first comment that my SOLAR ENERGY unit is intended for seventh grade science students (NOT elementary age kids).

My ideas for a driving question are:How can we improve first grade reading skills using technology? I chose this driving question because our reading scores are not what they should be. We also need to improve our technology skills. I am hoping that by putting the two subject matters together, we can improve both and have meaningful and authentic learning, too.

I really like your driving question. I feel that from the possible sub questions the one you chose really can get the juices flowing for the students. This will be a great unit for the students, I can see the students getting into this....they really want to be heard an be taken seriously and this gives them an avenue. I would love to be a bug in your class when the discussions begin :) Good luck and let me know how it works out!

Erin I really like your driving question. As a math teacher I always want to make a real world connection with the students and I believe you hit it right on!

Your driving question sounds like it will really motivate your students. It allows for them to make their own predictions and judgments, which so many 2nd graders already like to do!!

My driving question is: How can music make me feel more connected to my country?

Sub questions are:
Why is it important to know and perform patriotic music?
What can you learn from patriotic music?
How can express your feelings through this style of music?
What elements in music can evoke emotional response in you?
Where do you typically perform patriotic music?

Driving Question: How did European explorers affect the hisgory of Michigan?

Other possible questions:
Do you have wat it takes to be an explorer?
What qualities do you need to be a sucessful explorer?
How do new people change things?

There are so many different ways I could take this project. The question I picked is directly related to my content standards and GLEC's. Depending on the students I could use these questions during my project to help them understand the concepts. Example is the question how do new people change things. Taking that from the classroom perspective and using a new students coming in and how that changes the demographics of our room.

Post your brainstorm list of Driving Questions.
Relist the chosen DQ along with the sub questions.
Briefly explain why you chose the DQ for your PBL.

1. How do we learn about disasters?
2. How do natural disasters affect me?
3. How can we learn to be safe during natural disasters?
4. How can we protect ourselves from disasters?
5. How can we protect ourselves and others from natural disasters?

My DQ: How can we protect ourselves and others from natural disasters?

Sub questions:
What effect do natural disasters have on people?
What effect do natural disasters have on the environment?
Can we adjust to the result of natural disasters?
Can we change the outcome of the disaster through our actions?

I chose my DQ because I believe that it encompasses the idea of a real-world problem. It is open-ended and allows for students to individualize the learning. It begins with the end in mind as it will lead students to the mastery of the standards being addressed.

1. Post your brainstorm list of Driving Questions.
What makes you want to read a book?
How do you choose a book to read?
How do author’s capture your attention and create interest in their books?

2. Relist the chosen DQ along with the sub questions.
DQ: How do author’s capture your attention and create interest in their books?

Sub Questions:
What attracts you to certain books?
Why do you stop reading some books and never finish them?
What obstacles do you face that limit your reading for pleasure time?
What similarities do you notice between the books that you enjoy reading?
How do some author's make reading fun and interesting?

3. Briefly explain why you chose the DQ for your PBL.
I chose this DQ because I felt it was broad enough to elicit lots of discussion and a variety of responses. This questions also keeps the students focused on the text at hand and what elements are present to keep their interest and make them want to read more.

This DQ really drives students to be reflective about their own writing during the process of evaluating different authors. So this will not only lead them to hopefully finding enjoyable reading but will also have an impact on their personal writing.

Kids love to solve mysteries so I think you are on the right track with your DQ and subquestions. Presenting your students with a crime to solve will definltey get them excited about learning and applying their knowledge about science.

Great suggestions for the driving question. Thanks!

The selected option looks to ask students to develop deep understanding of hydroponics if they are to make the judgements asked..."the best". The question has great potential.

The question is structured well in the sense of how others have already commented, particularly the stem, "How can you get the most "bang for your buck"... I'm wondering about what are the key concepts students are expected to have when this is done. If it is "wants" and "needs", how might that be present more explicitly? The rest of the question regarding items for a family of 4 makes for a good end of unit assessment, that would also be part of your entry document. Perhaps look at the sample driving questions in the book, to see how key concepts are addressed?

This driving question seems to guide students to think about personal contribution and responsibility, two great concepts for social studies. For the thinking scope of 2nd graders, perhaps add a context they readily identify with? For example, How can an individual impact history...
A) in their community
B) in their school
C) in their family

...just some ideas for context.

Weather is such an important topic. It gets to concepts of planning, organization, and data analysis. Safety can be driving force for studying weather. Based on your draft driving questions, it seems that perhaps, you want students to understand that knowing weather patterns and conditions helps us make responsible and safe decisions, and also that weather patterns and conditions impact our routines and schedules. Perhaps, what's included here is that careful planning happens when we factor weather conditions.

If the above is true, perhaps consider:
--What is an effective process (steps) for factoring weather conditions into planning my day?
--How important should weather conditions be in deciding what I will do?

What more is there to say? Excellent driving question!

The question "How does a simple machine you have at home work" gets to a level of analysis that students need. I'm wondering how it might be expanded. If students can do this analysis, would the next level of thinking be: How important are simple machines to our lives for leisure (efficiency), safety, and good health?

This could lead to some very interesting conversations and reflections. If students determine that answer is "No" what might be the next steps they take to communicate this important need?

The driving question opens up so much potential "unpacking" of concepts for students.

My ideas for a driving question are:
1. What would you put in the Doherty Carnival with a set budget and a specific area to fill?

2. What do you need to do to plan a carnival?

3. What would be the best carnival for our elementary school with a $1,000 budget on our back playground?

I have chosen " What is the best design for our Doherty Carnival for a given site with a set budget?�

I chose this driving question because it is open-ended and my students will ask more specific questions. This question can be answered many different ways so it gives my students an opportunity to put their own imagination and special interests into it. Yet my driving question still teaches them the standards, how to plan and measure and budget with money appropriately to make their carnival a success.

My DQ: How do animals survive?

Possible DQ's: How is adpatationnecessary for survival?
What changes do animals require to survive in certain environments?
Do animals need to change to survive in certain environments?

I chose my driving question because of my grade level. My question is hopefully simple and to the point.

I can already here some of my 4th greaders answering this question as soon as it leaves my mouth.

Driving Questions:
1. What resources make an effective township?
2. Which township has the best resources, Shelby or Macomb?
3. How do the differences between Shelby Twp and Macomb Twp affect you as a student and a citizen of your community?
4. Would Shelby Twp or Macomb Twp be a safer community to live in?
5. What resources are available in both Shelby and Macomb Townships?

Driving Question Selected: How do the differences between Shelby Twp and Macomb Twp affect you as a student and a citizen of your community?

Great question Tracy! I especially enjoy the fact that the students will be making their own judgements and decisions about the outcomes of this particular topic. One question remains - will you really get a classroom pet??? :)

I like the idea of allowing the students to see real world examples of simple machines at home. I think it will become a relevant topic for them to see how simple machines are important to their everyday lives. You may want to also ask about how the simple machine makes work easier for your students and to even go so far as to classify it for you. Great job!!

1. Post your brainstorm list of Driving Questions:
How does the past affect the present?
How will the present affect the future?
Why is it important to understand the past, present and future?
How has Rockford’s past influenced this particular event/time/place?
How has Rockford grown as a community?

2.Relist the chosen DQ along with the sub questions.
DQ _ How has Rockford grown as a community?
Sub Questions:
Past
• When did Rockford become a town?
• Who founded the community?
• Why was the town later named Rockford?
• What was Rockford’s largest industry?
• When were certain buildings built?
• What were they used for in the past?
• How have people in the past used water in this community?
Present
• How do people today use water in Rockford?
• What businesses are important to Rockford?
• What are some businesses or places that are “famous” places in Rockford?
• How many people live in Rockford today?
• What is the area of Rockford?

3.Briefly explain why you chose the DQ for your PBL.
I chose it because it is all encompassing question that students can focus on and reflect on during this PBL unit. It is a question that the students can keep in mind when telling the story of the community of Rockford.

This DQ involves a real world challenge, is challenging and includes the curriculum standards.

1. Possible List of Driving Questions
I actually threw this list away about 6 weeks ago. (It was a handwritten list with my brainstorms on it that I brought back to the teachers that are collaborating on this project.) I am begging forgiveness for not trying to recreate it.

2. Driving Questions: How do Greek myths of Ancient Greece relate to our lives today?
Sub-questions: What makes a god/goddess or hero/heroine?
What purpose did myths serve for the Greek people?
How do myths tie to Ancient Greece culture, religion, geography, etc?
How is our culture influenced by Ancient Greece?

3. This driving question really bridged between the ELA study of mythology and the Introduction to Ancient Greece covered in social studies. As students delve into the myths, they should find that their creation was to explain aspects of life in Ancient Greece.

Post your brainstorm list of Driving Questions.
Can we build a garden on the east side of flint?
What can we do with the land on the east side of flint to better our economy and community.
What is the earth made of?
Is land at Kearsly Park better suited for a new school building or community garden?

Relist the chosen DQ along with the sub questions.
Is the land at Kearsley Park more suitable for a school or a community garden?
Sub questions:
• What is the earth made off
• What is the rock cycle
• What is the composition of soil
• How is rock and soil eroded

For over 15 years there has been a rumor circulating on the Eastside of Flint that the district is going to build a new school at the Kearsly Park Location. having heard these rumors I have often wondered if the site would support a new building.
So I thought one way to make the rock & soil cycles/formation/erosion more interesting and to grab the students attention is to use the content earth science GLCES and match it with a real life situation in our schools community!